Class 1 Laura Connor, English Language Fellow 2013

 SWBAT understand the expectations of the course and the steps they will take to complete a research paper.  SWBAT identify independent and dependent clauses.  Our website: Laura Connor, English Language Fellow 2013

Name: Nickname: Area of Teaching/Learning & # of Years: Topics you are interested in researching: One thing I would like to accomplish with this course is…

 Fill in the blanks with the appropriate part of speech:  libs/story/ libs/story/1055 Laura Connor, English Language Fellow 2013

 Let’s look at our syllabus together  What texts will we be using?  Let’s look at AIT and our first assignment  Purdue OWL Writing Lab Laura Connor, English Language Fellow 2013

 This assessment will not count towards your grade  It is to help me focus this course on the areas of your grammar and writing that need the most improvement  This will help you track your learning! Wait until you see how much progress you will make! Laura Connor, English Language Fellow 2013

 A clause is a group of words containing both a subject and a verb.  A clause can stand alone as a sentence or it can depend on another clause to create a complete sentence. Laura Connor, English Language Fellow 2013

Once you get comfortable with clauses, you are able to build stronger, more varied sentences. Laura Connor, English Language Fellow content/uploads/2013/01/legos.png

Laura Connor, English Language Fellow 2013 Independent clauses can stand alone as a sentence. They are often accompanied by other clauses that cannot stand alone. Example: Freddy is going to the movie theater so that he can watch Toy Story 3

 A dependent clause has a subject and a verb but it cannot stand on its own as a sentence.  Ex: Freddy is going to the movie theater so that he can watch Toy Story 3. Laura Connor, English Language Fellow 2013

The most common sentence grammar mistakes are caused by not understanding clauses. Common errors: sentence fragments no independent clause subject-verb agreement Tense shift Laura Connor, English Language Fellow 2013

 A clause is…  Dependent clauses…  Clauses are important because… Laura Connor, English Language Fellow 2013

Is it really an independent clause? Pull Move the text from one box to the other to see both sets of text. The text answers are hidden by making the color of the text and the box the same. Ensure that the text is brought to the front and grouped together to create this effect. going to the movies Not a clause on the table downstairs Not a clause Andrew will be going Is a clause she does not like not a clause he will ask Julian Is a clause since we went to Rome Is a clause

Laura Connor, English Language Fellow 2013 Determine whether the clauses below are a sentence or a fragment. If they are a fragment, correct them to makes a sentence. 1.The boys to the store to buy candy 2.The teacher, who studied in the US for 5 years, and has her masters 3.My brother and I went to the park yesterday because it was our little cousins birthday

WE DO: Identify the subject & verb- and then label the phrase as and Independent or Dependent Clause 1. Lola bought 5 pairs of shoes from the mall. 2. I am taking an English course so that I can improve my writing. 3. My daughter loves to be outside, especially during the summertime.

 Independent clause:  Dependent clause: Laura Connor, English Language Fellow 2013

 CHOOSE YOUR TOPIC ◦ Choose a general area that interests you, and then narrow that topic several times. ◦ Keep your list – if you’ve chosen a topic that’s TOO narrow or difficult to find information on, you may want to go back and choose a different specific topic under the same area of research. ◦  NARROWING YOUR TOPIC NARROWING YOUR TOPIC Laura Connor, English Language Fellow 2013

 What area interests you?  What specifically about that area interests you?  Why does that interest you?  What problems may need to be further researched in that field that people are unaware of?  WHO/WHAT/WHEN/WHERE/WHY Laura Connor, English Language Fellow 2013

◦ Example of narrowing down a topic of research:  A general area that interests me is: Natural Disasters  Especially, Earthquakes  Effects of Hurricanes  Costs of the effects  The economic effects of Hurricanes on individuals and on the government. Laura Connor, English Language Fellow 2013

 PUNCTUATION: clauses are linked together by either a COMMA or a SEMI COLON. ◦ A SEMICOLON (;) links 2 INDEPENDENT clauses together ◦ These independent clauses are link because they are related ideas  CONJUNCTION: signals HOW the two clauses link together. ◦ Example:  I like ice cream, but it makes me fat.  Conjunction = BUT  signals a positive and negative- or 2 differing ideas on the same subject  I am studying English because I want to improve my fluency.  Conjunction = BECAUSE  signals that you are given a REASON for the main clause…. Always answers the question WHY.  It is cold out, so I wear a jacket.  Conjunction = SO  signals the result of the main clause. (cause & effect) Laura Connor, English Language Fellow 2013

 Identifying Sentence Fragments: Click on the link below to warm up your writing skills: (6 miutes)  Fragment Warmup! Fragment Warmup! Laura Connor, English Language Fellow 2013

 COMBINE THE FOLLOWING CLAUSES USING A CONJUNCTION: 1. China has experienced its own energy crisis. Their energy consumption has soared as the economy boomed in the last few years. 2. The most effective teaching uses different approaches. Students are able to learn in varied ways. 3. We traveled to Italy. We appreciated good food and wine more! Laura Connor, English Language Fellow 2013